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Date 05/02/2014
Clark County School District
Las Vegas, Nevada
Student Support Services Division
INDIVIDUALIZED EDUCATIONAL PROGRAM (IEP)
Information

Student/ Parents Information


Student : Daisy Smith Sex: F Date of Birth: 03/21/2005
Student ID: 354702 Student Primary Language : English English Proficiency Code: EE
Address : 1760 N Decatur Blvd #10
City/State/Zip : Las Vegas Nevada 89108 Phone: (702)0322-4481
Parents/ Guardians : Mary Scott Parents Phone: (702)0322-4481
Parents Phone (work) : Email : mary.scott.05@gmail.com
Optional (cell): Primary Language Spoken at Home: English
Interpreter or Other Accommodations Needs: .
Emergency Contact/ Phone Number : Eli Scott Father (702)300-7854
Current School : Hobart Elementary Zoned School : Hobart Elementary

ELIGIBILITY CATEGORY
Primary : Health Impairment Other :
ELIGIBILITY DATE: 03/26/2012 ANTICIPATED 3-YR REEVALUATION :
3/26/2015

MEETING INFORMATION
Date of Meeting : 3/21/2014 Date of Last Meeting : 4/18/2013
Purpose of Meeting :

❏ Intern IEP ❏ Annual IEP ❏ Revision To IEP


❏ Initial IEP ❏ IEP Following 3 yr Date:
❏ IEP Revision Reevaluation ❏ Exit/Graduation
without Reason:
Meeting: ❏ Other
-Parents
-School District

IEP Service will Begin : 3/21/2014 Anticipated Duration of Service: 03/21/2015


IEP Review Date : 3/214/2015 Comments :
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IEP PARTICIPATION
Parents/ Gurdians* Mary Scott
Student**
LEA Rep.* Linda Rose
Spec. Ed Teacher*** Katia Flores
Reg. Ed. Teacher*** Elizabeth Luu
School nurse Jesse Meza

*Required
**Student older than 14
***The IEP team included at least one regular teacher of the student

PROCEDURAL SAFEGUARDS
❏ I have received a statement of procedural safeguards under the Individuals With
Disabilities Education Act (IDEA) and these rights been explained to me in my primary
language.
❏ I received the Middle/High school Graduate profile
❏ N/A prior to 1 years of age
Parent/Guardian Signature :
AT LEAST ONE YEAR PRIOR TO REACHING AGE 18 STUDENT MUST BE
INFORMED OF THEIR RIGHTS UNDER IDEA AND ADVISED THAT THESE
RIGHTS WILL TRANSFER TO THEM AT AGE 18
❏ Not applicable. Student will not be 18 within a year, and the students next annual IEP
meeting will occur no later than the students 17th birthday.
❏ The student has been informed of his/her rights under IDEA and advised of the
transfer of these rights at the age of 18.

ASSESSMENTS ASSESSMENT EFFECT ON THE


CONDUCTED RESULTS STUDENTS
INVOLVEMENT AND
PROGRESS

Multidisciplinary MDT Report - MDT Report-


Evaluation Team Report The most recent MDT Report
(3/26/2012) stated there were academic
concerns in the subject areas
of basic reading skills,
reading fluency skills,
listening comprehension,
written expression, math
calculations, and oral
expressions.
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School records review According to the MDT The typical 3rf grader student
Medical records reports from 3/26/12 , Daisy is able to attend school
Nurse observations has diagnosis of severe without medical issues. Daisy
eczema, asthma, and food has difficulties getting
allergic to peanuts, through a whole day of
seafood,and apples.She has school.
medicine at home and at
school.

Behavior/Social Skills
-Teachers observation,work Daisy is very sociable and Due to difficulty with staying
samples,and assessments well liked by her classmates, on task and focusing,
She works well in groups. She beginning and finishing class
also enjoys helping the work, and serve excessive
teacher with task. She does scratching. Daisy struggles
not like finishing her with grade level
assignments leave things behavior/social skills.
undone.

ASSESSMENTS ASSESSMENT EFFECT ON THE


CONDUCTED RESULTS STUDENTS
INVOLVEMENT AND
PROGRESS

Reading- Reading- Third grade curricular


AIMSweb 2014 Daisy works in smalls groups expectations require that
San Diego Quick Assessment reading groups. She students should identify and
2/12/2014 participates in group know the meaning of the most
Core Phonics survey discussions relating to the common prefixes and
2/12/2014 text. Daisy can read 32/50 suffixes; decode words
sight words. According to the common prefixes is common
San Diego Quick assessment, in the third grade.Due to
Daisy read the following difficulty decoding, recalling
words correctly : see, play, sight words, reading fluency
go, look, and here. Her and comprehensive daisy
functional level is at a struggles with grade level
kindergarten. The Core reading.
Phonics Survey states that
Daisy identifies all the
alphabet letters and sounds.
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She is able to to read and


decode some CVC words
such as sip, mat, bat, bun,
hog, fit, and hot.Daisy
struggles with consonant
blends at the end of the
words.

Math- Math-
Comprehensive Inventory of Daisy can count and identify Third grade math standards
Basics Skills numbers up to 100. She can state students should be able
Teacher observations skip count by 2, 5, and 10. to add and subtract two digits
She has a difficulty with and three digits number with
adding and subtraction within and without regrouping.Due
20. Daisy struggles with using to difficulty with in math
manipulative, tally marks, computation, and reading
number lines, and other word problems Daisy
strategies with adding and struggles with grade level
subtraction math skills.

ASSESSMENTS ASSESSMENT EFFECT ON THE


CONDUCTED RESULTS STUDENTS
INVOLVEMENT AND
PROGRESS

Writing- Writing- Third grade must write


Words Their Way Qualitative Daisy handwriting is legible. opinion pieces,
spelling 2/24/2014 She capitalizes the first word informative/explanatory text
in her sentences. Daisy and narratives. Using
requires teacher prompts to prewriting strategies. Due to
add punctuation at the end of spelling, writing complete
each sentence. She has a sentences, and the writing
difficulty with spelling when process Daisy struggles with
writing.She requires teachers grade level writing skills.
assistance to write complete
sentence with details.

STATEMENT OF STUDENT STRENGTHS

Daisy is a friendly and eger child. She tries hard and wants to do well in school, Daisy is able
to skip count by 2,5, and 10.
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STATEMENT OF PARENT EDUCATION CONCERNS

Mom stated that she continues to be concerned about her progress in reading, writing, and
math.

STATEMENT OF STUDENTS PREFERENCES AND INTERESTS

Daisy likes to sing, go to church, ride bike, play dolls, play handball, and play outside with
friends.

CONSIDERATION OF SPECIAL FACTORS

1. Does the students behavior impede the students ❏ No ❏ Yes


learning or the meaning of others?
2. Does the student have limited English ❏ No ❏ Yes
proficiency?
3. Is the student blind or visually impaired? ❏ No ❏ Yes
4. Is the student deaf or hard of hearing? ❏ No ❏ Yes
5. Does the student require assistive technology
devices and services ? ❏ No ❏ Yes

MEASURABLE ANNUAL GOAL

By annual review date, in the classroom setting Daisy will successfully work independently
maintaining a criteria of 80% measured by observation, documentation and work samples as
implemented by Special Education Teacher.

BENCHMARK OR SHORT TERM OBJECTIVE

#1 By the end of third grade trimester 2013-14 year in a classroom setting Daisy will attend
to a task for 10 minutes without bothering or talking to peers maintaining a criteria of 80% as
implemented by Special Education Teacher
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#2 By the end of third grade trimester 2013-14 year in a classroom setting Daisy will
complete an independent task requiring 10 minutes maintaining a criteria of 80% as
implemented by special education teacher.

#3 By annual review date in classroom setting Daisy will request help with academic and
nonacademic issues that may arise, such as, her eczema flaring up maintaining a 80% as
implemented by Special Education Teacher

#4 By annual review date in classroom setting Daisy will stay on task when completing a
written assignments maintaining a criteria of 80% as implemented by Special Education
Teacher

MEASURABLE ANNUAL GOALS

By annual review date, in a classroom setting Daisy will know and apply grade level phonics
and word analysis skills in decoding words. Meanintinga criteria of 80% as implemented by
Special Education Teacher.

BENCHMARK OR SHORT TERM OBJECTIVE

#1 By the end of the third trimester of 2013-14 school year,in a classroom setting Daisy will
identify and decode commonly spelled CVC words meanintinga criteria of 80% as
implemented by Special Education Teacher.

#2 By the end of the third trimester of 2013-14 school year,in a classroom setting Daisy will
orally read 100 sight words meanintinga criteria of 80% as implemented by Special Education
Teacher.

#3 By the end of the third trimester of 2013-14 school year,in a classroom setting Daisy will
orally read 150 sight words meanintinga criteria of 80% as implemented by Special Education
Teacher.

#4 By annual review date,in a classroom setting Daisy will orally read irregularly spelled
words and blend meanintinga criteria of 80% as implemented by Special Education Teacher.

MEASURABLE ANNUAL GOALS

By annual review date, in a classroom setting daisy will fluently add and subtract within 100
using strategies and algorithms blends on place value, properties of operations, add/or the
relationships between adding and subtraction. Meanintinga criteria of 80% as implemented by
Special Education Teacher.
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BENCHMARK OR SHORT TERM OBJECTIVE

#1 By the end of the third trimester of 2013-14 school year,in a classroom setting Daisy will
determine the signs (+,-,x,/ )in number computation and which strategies to use. Meanintinga
criteria of 80% as implemented by Special Education Teacher.

#2 By the end of the third trimester of 2013-14 school year,in a classroom setting Daisy will
use the range of effective algorithms to solve single digit addition and subtraction problems
meanintinga criteria of 80% as implemented by Special Education Teacher.

#3 By annual review date,in a classroom setting Daisy will use the relationship between
addition and subtraction to add and subtract within 100 meanintinga criteria of 80% as
implemented by Special Education Teacher.

#4 By annual review date,in a classroom setting Daisy will use strategiesbased upon place
value to add and subtract within 100 meanintinga criteria of 80% as implemented by Special
Education Teacher.

MEASURABLE ANNUAL GOALS

By annual review date, in a classroom setting Daisy will produce simple , compound, and
complex sentences.Meanintinga criteria of 80% as implemented by Special Education Teacher.

BENCHMARK OR SHORT TERM OBJECTIVE

#1 By the end of the third trimester of 2013-14 school year,in a classroom setting Daisy will
write a simple sentence which consists of one simple subject and one simple sentence predicate
with the correct punctuation and the end meanintinga criteria of 80% as implemented by
Special Education Teacher.

#2 By the end of the third trimester of 2013-14 school year,in a classroom setting Daisy will
write 3 simple sentences which consists of one simple subject while maintaining a 80% as
implemented by Special Education Teacher.

#3 By the end of the third trimester of 2013-14 school year,in a classroom setting Daisy will
write a compound sentence meanintinga criteria of 80% as implemented by Special Education
Teacher.

#4
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SPECIAL EDUCATION SERVICES

SPECIALLY SERVICE BEGINNING FREQUENCIE LOCATION OF


DESIGNED TYPE AND ENDING S OF SERVICE SERVICES
INSTRUCTIO DATES
N

Reading Direct 3/21/2014- 250 min/wk Resource Room


3/21/2015

Math Direct 3/21/2014- 250 min/wk Resource Room


page 9 of 12

3/21/2015

Written language Direct 3/21/2014- 250 min/wk Resource Room


3/21/2015

Behavior/Social 3/21/2014- 30 min/wk General


skills 3/21/2015 Education

ESY Direct 3/21/2014- 250 min/wk Resource Room


3/21/2015

SUPPLEMENT AIDS AND SERVICES

MODIFICATION, BEGINNING AND FREQUENCY OF LOCATION OF


ACCOMMODATIO ENDING DATES SERVICES SERVICES
N, OR SUPPORT
FOR STUDENT

Allow extra thinking 3/21/2014 - During instruction Classroom setting


time to respond to 3/21/2015
questions and request
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Allow extra time to 3/21/2014 - During instruction Classroom setting


complete independent 3/21/2015
work or test

Avoid sun exposure 3/21/2014 - As needed Health office


3/21/2015

Student had Epi Pen 3/21/2014 - As needed Health office


due to allergies 3/21/2015

manipulatives during 3/21/2014 - During instruction Classroom setting


math instructions 3/21/2015

Positive 3/21/2014 - During instruction Classroom setting


reinforcement to 3/21/2015
encourage motivation

Sit near source of 3/21/2014 - During instruction Classroom setting


instruction 3/21/2015

PARTICIPATION IN STATEWIDE AND/OR DISTRICT WIDE ASSESSMENT

INDICATE HOW THE IF THE STUDENT WILL REGULAR ASSESSMENT


STUDENT WILL PARTICIPATE IN AN DOES THE STUDENT
PARTICIPATE IN ALTERNATE REQUIRE
STATEWIDE OR ASSESSMENT (IF YES ACCOMMODATIONS?
DISTRICT WIDE WHY?)
ASSESSMENTS

STATE NORM-
REFERENCED TEST

N/A

STATE CRITERION- YES


REFERENCED TEST
YES

HIGH SCHOOL
PROFICIENCY EXAM
N/A

PROFICIENCY
EXAMINATION WRITING
N/A
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NASAA
N/A

PLACEMENT CONSIDERATIONS PERCENTAGE OF TIME IN REGULAR


EDUCATION ENVIRONMENT

Rejected regular class with supplementary


aids and services ( no removal) 60%
Selected Regular class and special education
class combination

Justification for Placement Involving Removal from Regular Education Environment

Daisy requires specialized instruction modification and modified curriculum at her ability level
in the area of reading, writing, math, language arts, and speech/language. She is not able to
receive remediation services within the general education setting. She will require significant
modifications to the content and/or delivery of the general education curriculum to meet her
present needs. Daisy has learning disability which requires multiple opportunities to practice,
opportunities for re teaching, continual assistance, prompts, modeling, and verbal cues.

IEP IMPLEMENTATION
❏ As the parents, i agree with the coomponents of this IEP. I understand that its proviions
will be implemented as soon as possible after the IEP goes into effect.
❏ As the parent, I disagree with all or part of this IEP. I understand that the school district
must provide me with writen notice of any intent to implement this IEP. If i wish to
prevent the implementation of this IEP, I must submit a written request for a due
process hearing to thr local district superintendt.

Parents Signature :_______________________________________________